Applied Research On Language Evaluation Of Junior Middle School Mathematics Classroom

In recent years,the basic education curriculum reform has been innovating and exploring,as an important part of contemporary education reform,its important position has been increasingly highlighted.Among many disciplines,mathematics as an important core curriculum of basic education around the world,has always been a key area of curriculum reform pilot for experts and scholars.Around the central idea of cultivating and training students' innovative thinking level and logical thinking ability,after years of exploration and research,many breakthroughs have been made in the field of mathematics teaching.In these two thoughts,the evaluation of classroom effect is mainly reflected in the implementation of teaching evaluation and students' classroom performance.Reasonable use of classroom language evaluation,continuous exploration of effective teaching means,and mastery of appropriate classroom evaluation methods can make classroom language evaluation work better,so as to better improve the efficiency of the classroom,and better promote the overall development of students'ability level.This thesis takes the teaching application of language evaluation in junior middle school mathematics classroom as the research object,consults a large number of relevant summaries and theories of language evaluation in mathematics classroom as the basis,and chooses teachers and students in the first junior middle school in Zhushi,Yicheng City as the research object,carries out questionnaire survey.Through the summary and analysis of the recovered data,this paper understands the current situation of the classroom language evaluation of mathematics teachers in Zhushi No.1 Middle School of Yicheng city,and accurately analyzes and grasps the real situation of the application of classroom language evaluation.At present,there is a lack of clear feedback from teachers on classroom evaluation in junior middle school mathematics classroom language evaluation;the evaluation language is monotonous and repetitive,divorced from the reality;the main body of the evaluation is single,paying attention to the teacher's evaluation of the students and ignoring the self-evaluation and other evaluation of the students;the evaluation object is not harmonious,according to different students'performance,according to different situations,the evaluation is not much;the evaluation content is single,focusing on mathematical knowledge and application,but ignoring the application of mathematical knowledge.The guidance of students' values and learning attitude;teachers' use of negative classroom evaluation language leads to negative effects;teachers' unfair use of classroom evaluation language.The reasons for these problems are mainly reflected in three aspects:the influence of exam oriented education,the imperfection of mathematics classroom evaluation system,and mathematics teachers'own factors.From the perspective of junior middle school mathematics classroom language evaluation concept and teaching practice,the strategies to improve junior middle school mathematics classroom language evaluation are summarized as follows:to establish the correct concept of classroom language evaluation;to improve the art of language application in teaching practice,which emphasizes the evaluation of students'learning process,the evaluation of differences,the evaluation of incentives,corrective evaluation,silent evaluation and body evaluation;to improve the authenticity,novelty and education of evaluation language.In the interaction between teachers and students,we should grasp students' demands for evaluation language and pay attention to listening and communication.