教学和学习是两则相对、但并不排斥的概念,在传统意识当中教师是教学行为的主导,而学生是学习行为的核心,学生不能参与教学、而教师也无法参与学习。但笔者认为这是一则完全割裂“教”与“学”之间关联性的错误行为,并不利于学生的自我发展以及教师反馈信息的获得。本文以“小学数学教师的课堂观察与课堂评价”为主要研究对象,分别从小学数学教师课堂评价的激励性和观察的全面性两个角度来进行具体的论述。本文研究的目的在于能进一步改善传统教学模式当中,以教师为“绝对主导”的局面,通过有效的观察和教学评价,适度提升学生在课堂当中的地位,改善课堂教学模式。 Teaching and learning are two relative but not exclusive concepts. In the traditional sense, teachers are the dominant teaching behaviors. Students are the core of learning behaviors. Students can not participate in teaching and teachers can not participate in learning. However, I think this is a completely wrong split between “teaching” and “learning”, which is not conducive to students ’self-development and teachers’ feedback. In this paper, “primary school mathematics teachers classroom observation and classroom evaluation ” as the main research object, respectively, from the primary school mathematics classroom evaluation of the incentive and comprehensive observation of two angles to carry out a specific discussion. The purpose of this study is to further improve the traditional teaching mode, the teacher as “absolute dominance ” situation, through effective observation and evaluation of teaching, moderately enhance students’ position in the classroom, improve the classroom teaching mode.