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《全日制九年义务教育数学课程标准(实验稿)》中提出:“评价要关注学生学习的结果,更要关注他们学习的过程……要关注他们在数学活动中所表现出来的情意和态度,帮助学生认识自我,建立自信。”因此,对数学学习的评价要关注学生数学学习的水平,评价的核心是关注学生的发展。数学新课程理念的基本出发点是:促进学生全面、和谐的发展。这就使新课程教学的评价的目的由结果评价转变到全面考察学生的学习状况,激励学生的学习热情,促进学生的全面发展的过程性评价上来。因此,合理、有效的数学课堂教学评价首先要看数学课堂学习评价是否符合新课程理念,而笔者从初中数学课堂中教师对学生学习评价的现状入手进行大量的调查和分析,发现初中数学课堂中教师对学生学习的评价,在教学理念方面,还存在许多认知和操作上的误区。因此,文本将从初中数学课堂中教师对学生学习评价的现状入手进行调查和分析,针对所发现的问题,来探讨问题背后的深层原因。
“Full-time nine-year compulsory education mathematics curriculum standards (experimental draft)” put forward: “evaluation should pay attention to the results of student learning, but also pay attention to their learning process ... they should pay attention to their expressed in the mathematical activities and emotional Attitude, to help students recognize themselves and build self-confidence. ”Therefore, the evaluation of mathematical learning should pay attention to the level of students’ mathematical learning, the core of evaluation is concerned with the development of students. The basic idea of the new mathematics curriculum starting point is: to promote a comprehensive and harmonious development of students. This makes the evaluation of the new course teaching from the evaluation of the results of evaluation to a comprehensive survey of students ’learning conditions, motivating students’ enthusiasm for learning and promoting the process of evaluation of the overall development of students up. Therefore, a reasonable and effective evaluation of mathematics classroom teaching depends first and foremost on whether or not the evaluation of mathematics classroom learning conforms to the concept of new curriculum. From the junior middle school mathematics classroom, teachers conduct a lot of investigation and analysis on the current situation of student learning evaluation. Teacher evaluation of student learning, teaching philosophy, there are still many cognitive and operational errors. Therefore, the text will start from the junior high school mathematics classroom teacher assessment of the status of the investigation and analysis, in response to the problems found to explore the underlying reasons behind the problem.