Comparative Study On The Real-time Evaluation Of Mathematics Teachers In Different Categories Of Elementary Schools

Real-time evaluation refers to the teacher in the classroom teaching process,According to the specific performance of students' learning process in class,the students' knowledge and skills,process methods and emotional attitude are evaluated on the spot in various forms.Teacher's timely evaluation can help students to find the missing points and bias,the feedback from students help teachers timely control the classroom teaching process,to realize the teaching optimization.This study intends to investigate the differences in the level of classroom immediate evaluation of primary school mathematics teachers in different categories from the perspective of mathematical thinking,from the consciousness of language transformation,the comprehensiveness of the evaluation content,the diversity of evaluation methods,the directivity of the evaluation intention,the comprehensiveness of the evaluation process and the penetration of the penetrating thought.Whether or not the above latitude has mathematical attributes,is intended to further reveal the relevant laws of primary school mathematics teachers' classroom teaching immediacy evaluation.This study from the J province D school(primary school)through stratified sampling,randomly selected from the two novice mathematics teachers and two teachers into the hand,for the evaluation of the implementation of classroom field observation,video playback analysis again and again.The other from the Internet select two national expert teachers for primary school mathematics teaching records video,as control group to compare analysis,using spss17.0 to the classification of the data statistics and analysis,and the analysis result conclusion attribution and improvement Suggestions are put forward.Research shows:I.Relevant research conclusions1.The real-time evaluation level of teachers is in line with the general trend of teacher professional development.2.Different categories real-time evaluation of elementary school mathematics teacher's class attribute itself does not have the mathematical thinking,but its good mathematics thinking ability can help teachers to conduct more effective value judgment.3.There is a significant difference in the evaluation level between novice teachers,experiential teachers and expert teachers in specific evaluation dimensions.II.Attribution analysis of the investigation conclusion.Affect the level of teachers of mathematics classroom real-time evaluation of the main reasons are the following:(1)in most cases,the teachers' professional development level will restrict its real-time assessment level(2)the level of teachers' "solid mathematical language literacy","evaluation content richness","evaluation function of sex","evaluation skill flexibility","evaluation form of information transmission diversity" directly affect the level of real-time evaluation of a hierarchical(3)the teachers' evaluation and reflection consciousness is closely related to the real-time evaluation level of development speedThe secondary reasons are as follows :(1)the quality of relevant evaluation training needs to be strengthened(2)the teachers themselves do not know the concept of the standard of elementary mathematics curriculum.III.some Suggestions for improving the level of classroom evaluation of new mathematics teachers in primary schools:First of all,to improve the level of classroom immediacy of mathematics teachers in primary schools can be gradually carried out in accordance with the level of teacher professional development.Second,enhance the level of primary school teachers of mathematics classroom real-time evaluation,we can judge from the grasp of the language,evaluation content,evaluation function of play,evaluation techniques used,special to carry out evaluation form of information transmission,development orientation.Thirdly,the change evaluates the thought idea,enhances the teacher's reflection consciousness and the reflection ability,will evaluate the ability development and the teacher reflection ability development synchronously carries on.Finally,relevant education departments should pay attention to "special training on mathematical evaluation skills" and teachers themselves to strengthen the scientific interpretation of "standard of primary school mathematics curriculum".