A Study Of Classroom Evaluation Terms In The Second Stage Of Primary School Mathematics

School is the main position of students’ growth,and the most critical way is classroom teaching.Classroom evaluation language runs through the whole process of classroom teaching,and its efficiency will affect teachers’ teaching quality and students’ learning effect.Therefore,the primary school mathematics classroom evaluation language as one of the channels of communication between teachers and students is particularly important.Through the scientific and accurate use of evaluation language,teachers can effectively enhance the students’ interest in mathematics learning,attract students to participate in mathematics classroom with high enthusiasm,so as to complete the teaching task with high quality and promote the sound development of students.This study adopts the methods of classroom observation,literature review and interview to collect the first-hand data of classroom evaluation language of the second stage of mathematics in Taiyuan C primary school.Based on the research needs,the author uses the classroom observation table to record the whole classroom teaching process of teachers in the process of practice,and makes normal observation on 15 mathematics classes.Based on the classroom record,the classroom observation results are analyzed from the evaluation object,evaluation content,evaluation method,evaluation function and evaluation subject.The results show that there are three problems in primary school mathematics classroom evaluation language,which are singleness,lack of flexibility and randomness.In order to give full play to the effectiveness of classroom evaluation language,the author puts forward some strategies to improve the primary school mathematics classroom evaluation language from the following aspects.First of all,we should pay attention to the diversity of mathematics classroom evaluation terms,including emphasizing students’ all-round development,paying attention to students’ learning process,reflecting the diversity of classroom evaluation methods and highlighting the diversity of classroom evaluation subjects;Secondly,we should improve the flexibility of classroom evaluation;Thirdly,we should grasp the standardization of classroom evaluation language,including improving evaluation language literacy,grasping the scale of evaluation language,and cultivating good evaluation habits;Secondly,highlight the characteristics of mathematics in classroom evaluation;Finally,schools should provide guarantee.I hope these suggestions can provide some reference for the use of classroom evaluation language of primary school mathematics teachers.