缘起毕业以来,我始终担任小学高年级数学教学,但去年八月份工作单位发生了变动,而新的单位任课教师已按部就班,不得已只能任教三年级数学。三年级是中年级的起始年级,是一个比较特殊的年级。这个年级的学生还比较幼稚,比较好动,学习主动性不够强,我用原先高年级惯用的方法去教学,却发现课堂教学效率极差。究其原因,一是我任教班级的学生学习数学的兴趣原来就不是很浓,二是我的教学不能吸引学生参与。在经过一个多月痛苦的碰壁之后,我决定对自己的教学与管理行为进行改进并实践,其中改进幅度最大的,就是对学生的评价措施。此次改进的着力点是满足学生的心理需求,力求通过改进激发起学生学习数学的浓厚兴趣。 Since I graduated, I have been teaching mathematics in the upper grades of primary schools. However, the units of work changed in August last year. The new unit teachers have been working step by step and have only been able to teach third grade mathematics. The third grade is the beginning grade of middle school, which is a rather special grade. Students in this grade are still relatively naive, relatively active, learning initiative is not strong enough, I used to use the usual method of higher grade to teach, but found that classroom teaching efficiency is very poor. The reason, first, I teach the interest of students in class to learn mathematics is not very strong, and second, my teaching can not attract students to participate. After more than a month of painful rebuffs, I decided to improve and practice my teaching and management practices. Among them, the biggest improvement was the evaluation of students. The focus of this improvement is to meet the psychological needs of students and strive to inspire students through learning to improve their interest in learning mathematics.