在数学教学实践中,我们发现教师常常偏重于学生解题,而对学生数学知识体系的理性思索和整合过程缺乏有效的训练和方法指导。在传统教学中,教师常利用批改作业的方式来实现教学信息的反馈与评价,由于反馈时间长、信息途径单一,对全面评价学生的认知水平、知识体系的形成情况、学习兴趣、学习风格有一定困难。为此,新课程大力倡导评价方式的多样化,包括课堂观察、成长记录、开放性任务、调查和实验、教学日记 In the practice of mathematics teaching, we find that teachers often place emphasis on students ’problem solving, while they lack effective training and methodological guidance on the rational thinking and integration of students’ mathematical knowledge system. In the traditional teaching, teachers often use the way of correcting homework to realize the feedback and evaluation of teaching information. Because of the long feedback time and the single way of information, it is very important for teachers to evaluate students’ cognition level, the formation of knowledge system, learning interest and learning style Have some difficulties. To this end, the new curriculum strongly advocates the diversification of evaluation methods, including classroom observation, growth records, open tasks, surveys and experiments, teaching diaries