课改之前,课堂评价这一环节,通常被教师忽略和简单化,流于盲目随意。教师的评价语无非是“对”与“不对”。只有终结性评价,没有形成性评价;教师只关注知识传授,不关注能力形成,遑论情感、态度、价值观。学生回答问题顾虑重重——担心说错了遭到老师的白眼、挖苦和批评,更怕遭到同伴的嘲笑,导致会也不敢说,有疑惑也不敢问。即使说,也是战战兢兢、如履薄冰。数学新课改以来,要求对学生的评价关注知识技能、数学思考、问题解决和情感态度等方面。基 Before class change, the class evaluation of this part, usually ignored and simplified by teachers, flow in the blind random. Teacher evaluation language is nothing more than “right ” and “not right ”. Only the terminal evaluation, there is no formative evaluation; teachers focus only on knowledge, not the ability to form, let alone the emotions, attitudes, values. Students have many worries in answering questions - worrying that they were mistreated by teachers, sarcasm and criticism, even more afraid of being ridiculed by their peers, leading to not daring to say anything or doubts. Even if that is also trembling, treading thin ice. Since the new curriculum reform in mathematics, students’ evaluation has been demanded to focus on knowledge and skills, mathematical thinking, problem solving and emotional attitudes. base