Research On The Current Situation,problems And Countermeasures Of Real-time Classroom Evaluation Of Primary Mathematics Teachers

Classroom real-time evaluation is a bridge of communication between teachers and students,which can diagnose,motivate and guide students in a timely manner,and promote students’ all-round development.Primary school students have a strong teacher-oriented nature,and the teacher’s classroom evaluation will directly affect students’ learning mood and self-confidence.Therefore,the author believes that it is necessary to investigate and analyze the current situation of real-time evaluation of primary mathematics teachers,and excavate the problems,analyze the causes,and give optimization countermeasures,in order to better provide assistance to primary mathematics teachers and promote the common development of teachers and students.In this study,a total of 160 primary school mathematics teachers in Z,X,N,and M cities in Province F were first surveyed from seven dimensions: teachers’ cognition and attention to real-time classroom evaluation,evaluation subject,evaluation object,evaluation nature,evaluation representation method,specific type of evaluation,and evaluation content,and descriptive statistical analysis,independent sample t-test analysis and univariate analysis were carried out on the survey data.Secondly,with the help of the classroom observation method,1mathematics teacher(a total of 6 teachers)was selected for each grade 1～6 of Primary School B in X City,F Province,and each teacher had 2 new lessons(a total of 12 new lectures)for classroom recording and converted into text to present in the form of teaching fragments in the summary of the problem.Finally,with the help of the interview method,the six teachers observed in the classroom and the three classes of the first,third and fifth grades of classroom observation were selected to each select three students with excellent academic performance,three students from the middle school and three students from the junior high school(a total of 9students).It is found that the current primary school mathematics teachers have simple evaluation cognition and lack sufficient attention.The evaluation subject is single,and there is a lack of student evaluation;Uneven evaluation objects and neglect of group evaluation;The evaluation function is one-sided,and there is a lack of promotion and guidance;The evaluation method is monotonous,ignoring non-verbal evaluation;The nature of evaluation is single,blind praise lacks negation;The evaluation is incomplete and ignores the issue of emotional attitudes and values.Most of these problems are the result of the combined role of schools and teachers.Specifically,these include:(1)the school level: lack of training for teachers to evaluate them in the classroom;Failure to improve the assessment mechanism for teachers’ real-time classroom evaluation;Lack of classroom evaluation equipment for teachers.(2)Teacher level: lack of correct understanding of real-time classroom evaluation;lack of awareness of real-time assessment in self-directed learning classrooms;lack of good classroom real-time evaluation literacy;Teaching wit is lacking.Optimizing teachers’ real-time classroom evaluation requires a joint effort between schools and teachers.Based on this,from the school level,classroom real-time evaluation training should be carried out to meet the needs of teachers.Improve the real-time evaluation and assessment mechanism in the classroom,and build a reasonable evaluation system;Apply information technology to support teacher evaluation,and add classroom teaching evaluation equipment.From the teacher level,they should correctly understand the real-time evaluation of the classroom;Strengthen the awareness of real-time evaluation in self-directed learning classrooms;Enhance real-time assessment literacy in the classroom;Cultivate pedagogical resourcefulness.