一次,大班数学公开活动接近尾声,教师请一名幼儿在全班幼儿面前交流一下自己的操作过程和结果,并提醒其他幼儿暂时停止操作,注意倾听。但教师的提示似乎不起作用:有的幼儿趁教师不注意飞快地在自己的操作材料上写着什么;有的幼儿在向同组小伙伴展示自己的作品,并津津有味地在作介绍;有的幼儿已经收拾好材料,等待活动一结束就出去游戏。面对此情此景,在前面交流的幼儿觉得很没有成就感,声音越来越轻;教师也觉得自己很没有权威感,“抓”不住幼儿。对于这种日常教学活动中常常出现的难以组织、效果不尽如人意的评价环节,教师们都很困惑:集体活动中的评价环节是否一定需要?怎样组织才能发挥评价应有的价值? Once, large-scale mathematical activities nearing the end of the public, the teacher asked a child in front of the class to exchange views about their own operations and results, and to remind other children to temporarily stop operation, pay attention to listen. However, the teacher’s suggestion does not seem to work: some children do not pay attention when the teacher quickly says something in their own operating materials; some young children present their works to the same group of small partners and relish introduced; there The toddler has packed the material and waits for the activity to go out as soon as the activity is over. In the face of this scene, in front of the exchange of young children feel very sense of accomplishment, the sound more and more light; teachers also feel that they have no sense of authority, “catch” no children. For such everyday teaching activities are often difficult to organize, the effect is not satisfactory evaluation of the link, teachers are confused: the collective activities of the evaluation link is necessary and how to organize the value of evaluation should be?