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《义务教育数学课程标准》(2011版)指出:对学生数学学习的评价,既要关注学生知识技能的理解和掌握,更要关注他们的情感与态度的形成与发展;既要关注学生学习的结果,更要关注他们在学习过程中的变化与发展,帮助学生认识自我,建立自信。在“大问题”导学研究中,笔者通过调查分析学生学习数学评价的不足,提出了相应的评价策略。一、延时性评价策略有效的评价应充分体现学生的内在激励,课堂上学生的反馈并非都要得到及时评价,当学生出现合理性错误时,过早的评价,反而会让学生的思维受到教
The standard of compulsory education mathematics curriculum (2011 edition) points out: The evaluation of students ’mathematics learning should not only pay attention to students’ understanding and mastery of knowledge and skills, but also pay attention to the formation and development of their emotions and attitudes; As a result, more attention should be paid to their changes and development in the learning process to help students to recognize themselves and build their self-confidence. In the “big problem ” guide study, the author through the investigation and analysis of the lack of mathematical evaluation of student learning, put forward the corresponding evaluation strategy. First, the delay evaluation method Effective evaluation should fully reflect the intrinsic motivation of students, classroom feedback are not always be timely evaluation, when the students appear the error of reason, premature evaluation, but will make students think teach