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初中数学课程标准要求我们教师对学生学习的评价,做到既能关注学生知识与技能的理解、掌握和数学学习的结果,也要关注学生的情感与态度,与他们在学习过程中的变化和发展.可见,一堂有效的数学课堂必然是数学教师能够游刃有余地实施课堂评价并取得正向效果的课堂.然而,面对新课标对课堂评价的革新要求,还是有不少教师在课堂评价中存在着单调化、浅显化的倾向,面对学生富有个性化的回答无法给予恰当的引导和点拨,值得我们教师对课堂评价性语言的运用去做更深入的探索和研究.
Junior high school mathematics curriculum standards require our teachers to evaluate students’ learning so that they not only pay attention to students’ understanding of knowledge and skills, master the results of mathematics learning, but also pay attention to students’ emotions and attitudes, and their changes in the learning process Development.It can be seen that an effective mathematics classroom is inevitable that mathematics teachers can exercise classroom evaluation and achieve positive results classroom.However, in the face of the new curriculum standards for classroom evaluation of innovation, there are still many teachers in the classroom evaluation There is a tendency of monotonous and shallow expression. In the face of the students ’personalized answers, they can not be given proper guidance and instruction. It is worth our teachers’ exploration and research on the use of classroom evaluation language.