What do you think are the drawbacks of the traditional assessment of students' mathematical abilities and emotions? What new insights have you gained into the development of students' mathematical emo

What do you think are the drawbacks of the traditional assessment of students' mathematical abilities and emotions? What new insights have you gained into the development of students' mathematical emotions? I think the traditional evaluation of students' mathematical ability and emotion has the following five drawbacks:

1, in the evaluation criteria is "heavy conclusion, light process". "Conclusion, light process" is a very prominent problem in traditional math teaching. Teachers in teaching only focus on the transfer of knowledge, ignoring students' participation, emotion and thinking process. "Conclusion, light process" first of all, students make students' autonomy, initiative, self-doubt, creativity can not be respected and development, the spirit of inquiry, practical ability can not be cultivated; secondly, the development of students subject to the constraints and dependence, extinguished the students enterprising, exploring, seeking new spirit, not conducive to the opening of the student's self-study potential and innovative consciousness and the formation of practical ability. It is not conducive to the opening up of students' self-learning potential and the formation of their creative consciousness and practical ability.

2The evaluation function is to emphasize theory, not practice. Rational learning is meaningful learning, but the traditional way of learning only requires students to mechanically memorize a large number of dry symbols and some abstract theoretical knowledge, without understanding the practical significance of the content. Traditional evaluation overemphasizes the screening and selection function, ignores the feedback and recognition of the evaluation results, and seldom cares about the problems in their own development and the progress of the evaluated in various periods and the degree of effort, which cannot well perform the functions of evaluation such as improvement, motivation and development.

3. Evaluation of the content: too much attention to quantifiable content, such as academic performance; and difficult to quantify the content, such as students and teachers in the educational activities and cultivate the spirit of innovation, practical ability, psychological quality, emotional attitude, behavioral habits and other qualities of the evaluation of the comprehensive quality of the relative neglect.

4. Evaluation methodology is the lack of effective evaluation tools and methods. Too much attention to quantitative methods and ignore the qualitative means of evaluation. Written paper and pencil test is still the most important evaluation of students, or even the only evaluation method. Rational learning is meaningful learning, but the traditional way of learning only requires students to mechanically memorize a large number of dry symbols and some abstract theoretical knowledge, but do not understand the practical significance of the content

5. Evaluation of the subject: ignored the evaluation of the subject of the pluralistic, multi-directional value of the value of self-evaluation, basically did not form the students, teachers, administrators, education experts, Parents and other multi-body *** with active participation and interaction of the evaluation model.

I think the cultivation of students' mathematical emotions can be mobilized from the interest in learning, stimulate learning motivation, establish confidence in learning to do, do well.

One is to mobilize students' interest in learning. First of all, establish a good teacher-student relationship. Teacher-student relationship is the most important interpersonal relationship in the process of classroom teaching, but also affects the teaching process and quality of a very important factor, effective teaching is based on good teacher-student relationship. "Pro his teacher, believe in the way", the establishment of a harmonious teacher-student relationship can make students have a good interest in learning the subject. Secondly, create a vivid and interesting classroom teaching situation, and constantly improve teaching methods to stimulate students' interest in learning. Interesting classroom situation is also an important means to stimulate students' interest in learning.

The second is to stimulate learning motivation. Motivation is the need for students to learn a certain content, is the basic driving force of students' learning activities. The motivation related to student learning are learning purpose motivation, learning achievement motivation, interpersonal communication motivation linked to learning activities, interest in learning content knowledge and so on. In teaching, students' learning behavior is influenced by stimulating extrinsic and intrinsic motivation to improve teaching efficiency. Such as giving timely feedback, so that students know the results of learning in a timely manner, so that students can see their own progress or find their own shortcomings in time to stimulate their motivation to further efforts to learn.

Third, diversified evaluation to help establish confidence in learning

The main purpose of evaluation is to gain a comprehensive understanding of students' mathematics learning history, motivate students' learning and improve teachers' teaching; an evaluation system with diversified evaluation objectives and evaluation methods should be established. The evaluation of mathematics learning should focus on the results of students' learning, but also on their learning process; it should focus on the level of students' mathematics learning, but also on their emotions and attitudes expressed in mathematics activities, helping students to know themselves and build confidence.

If appropriate games and competitions are carried out, students are highly interested and actively involved in carrying out the games and competitions, thus improving the effectiveness of teaching and learning. At the same time to encourage students to dare to speak, discussion, communication, show self-mathematical learning process is full of observation, experimentation, simulation, judgment reasoning and other exploratory and challenging activities. In classroom teaching, provide more opportunities for students to show themselves, communicate and discuss with their classmates, so that students' thinking is expanded. Encourage students to speak actively, express their ideas boldly and communicate with their classmates. Give more speaking opportunities to those students who speak less and are at an intermediate level. In this way, after a period of exercise, the confidence of these students in math learning will also be improved