数学课程改革的核心理念是人人都能获得良好的数学教育,不同的人在数学上得到不同的发展。而衡量学生是否在发展,必须进行及时、有效的评价。目前,随着新一轮课程改革的不断深入,农村小学数学课堂的评价呈主体多元化趋势,均存在:教师评价学生,学生评价学生,学生自我评价现象。但农村小学课堂上学生数学学习的评价,往往是以教师评价为主,只注重终结性评价,忽略过程性评价,一部分教师对学生评价信心不足,怕学生评价耗时多、效率不高,怕学生评价不合理没有针对性,因此其他的评价即使有也大多流于形式,无实效性。 The core idea of ​​mathematics curriculum reform is that everyone can get a good math education, and different people get different development in mathematics. The measure of whether students are developing, we must conduct timely and effective evaluation. At present, with the continuous deepening of the new round of curriculum reform, the evaluation of mathematics classrooms in rural primary schools presents the tendency of diversification of the main subjects, which are as follows: teacher evaluation students, student evaluation students and students’ self-evaluation phenomenon. However, the assessment of students’ mathematics learning in rural primary school is often based on the teacher’s evaluation, only on the final evaluation, ignoring the process evaluation, some of the teachers lack confidence in the students’ evaluation, and are afraid of the students’ assessment being time-consuming and inefficient. Student evaluation unreasonable without pertinence, so most of the other evaluation, even if there are mostly mere formality, not effective.