1、小學數(shù)學是一門綜合實踐性較強的學科，日常教學中包括新授課、練習課、復習課、測 驗課及講評課等.其屮教學效果測驗多集中在教科書單元知識模塊學習示，以紙筆測試為主, 教師針對學牛測試成果進行講評總結陽光評價課的出現(xiàn)讓小學數(shù)學改變了傳統(tǒng)的教學評 價方式，在教學實踐中起著積極的促進作用.1. 在教學中開展陽光評價課的必要性陽光評價課為小學數(shù)學教學及其教學活動評價提供了全新的思路，也實現(xiàn)了教學與評價 的相互促進和相互影響.該課程模式集中體現(xiàn)新課改倡導的多元評價，改變單元復習模式. 重視學生對知識的自我建構、評價過程及學生在學習屮解決問題和創(chuàng)造能力的培養(yǎng).由于學 生氏期受選拔評價方式影響，沒冇養(yǎng)成評價和反

2、思的習慣，陽光評價課在每個環(huán)節(jié)安排學生 口我評價和小組成員相互評價，促使學生通過小組單獨表達、相互溝通交流等方式表達口己 對該章節(jié)數(shù)學知識學習后的全方面感觸并對自身進行評價.2. 陽光評價課在小學數(shù)學中的應用2.1提供范例教學模式是教學理論和教學思想簡約化的表達形式,構建評價課教學時刻充分考慮小學 數(shù)學課堂教學屮教學時間安排、教學動態(tài)和靜態(tài)以及師生關系和測評內容的難度程度，以此 構建以談話引入至記錄數(shù)學口記及總結評價的數(shù)學陽光評價課教學模式.首先給予學生教 學范例，本文硏究運用人教版小學數(shù)學三年級下冊面積評價課分析范例，教師耍先出示 投影儀，在評價紙中打印合作攻關題、筆試題、數(shù)學口記及自我評價

3、.具體操作步驟分為以 下幾個方而：1導入；教師揭示題冃，班級學生以4人為一組形成單位對本單元所學知識重 點和難點進行冋顧分析，完成知識整理后由小纟r纟fl長匯報.設計該環(huán)節(jié)目的在于預習知識， 提高學生歸納能力，掌握本章所學知識重點和難點.2.組織面試；由小組組長主持組內面試， 成員從題目信封中抽選到問題后馬上冋答，z后小組成員進行互評.若不能及吋問題可求助 組內其他成員，該成員準確回答問題后除了自己獲得一顆星星后，請求幫助的同學也能獲取 星星評價題都是學牛在課前根據(jù)教學內容重點和難點編題，教師和小紐紐長則從題庫中抽 選學牛編好的題目詢提要求題目易于口答，有一定的基礎性，給小組成員一定的自主權，

4、 既能評價他人，還能接受他人評價.3.組織筆試；該環(huán)節(jié)要求同桌交換評價并反饋匯報，小 組成員獨立解答.培養(yǎng)學生在學習中的應用能力和思維靈活性及敏捷性.4.組織小組合作攻 關；該環(huán)節(jié)要求組內成員共同合作解決數(shù)學問題，成功解決后小組成員每人均可獲得星星. 目的在于培養(yǎng)學牛團隊協(xié)作能力和與他人合作意識.5.數(shù)學h記指導；教師在小組成員展示 作晶后對其進行總結評價，數(shù)學日記中可寫通過這節(jié)課活動掌握了什么木領，還有哪些地方 存冇疑問或學習了這章內容冇何感想等 6開展總結評價；其中包括行為評價，即說、聽、 寫、答、檢杳，教師在i叫收自我評價麻對學生錯謀題目和其解決方法進行評價和總結，幫助 學生了解哪些題目

5、是容易出錯的地方.課后教師可發(fā)揮推遲判斷功能分層輔導學牛，讓不同 差界學生都能獲得發(fā)展.2.2提煉教學重點內容陽光評價課以和対新穎獨特的方式對學牛進行考查，以此評價學牛單元學習后效果，體 現(xiàn)出重視學牛獨立思考和表達能力，町從不同側面對學牛的沖習狀況進行評價，關注學牛合作意識評價，同時積極探索學生自我評價方式和方法，喚醒學生的自覺意識，積極摸索學生 的價值觀、情感及態(tài)度評價有效方法.2.3拓展教學內容陽光評價課的基本模式還可根據(jù)實際需求變化成如“學習命題反思課”、“試卷評獎課” 及“錯題訂匸課”等不同的課型.學生命題是命題反思課的主要方式，在命題后教師可讓學 生展示自己所設計的題目，教師和學生可

6、以對該題目進行解答和評價.3. 結語綜上所述，新課程理念下的小學數(shù)學陽光評價課以學生發(fā)展為中心，并不是以教師為中 心學生配合的傳統(tǒng)固定教學.該課程方式要求教師善于捕捉課堂信息，從多渠道搜集學生學 習情報，充分掌握學牛在學習屮遇到的問題及困難.同時還要求教師改變固定教學思維，增 強調控課堂能力，激發(fā)學牛對數(shù)學的學習熱情.教師在實踐中要合理地運用評價課，雖然它 不是唯一的教學方式，但應在反思實踐中挖掘更合適的方案，提高教學質雖.primary school mathematics is a comprehensive practical strong discipline, including n

7、ew teachi ng in daily teachi ng，exercise class, speak recitati on class, test and evaluation, etc the teachi ng effect test, after studyi ng more concen trated in the textbook kno wledge unit module is given priority to with paper and pencil test, test results evaluation summary teachers for student

8、s. the appeara nee of sun light evaluation class makes eleme ntary school mathematics has cha nged the traditi onal way of teachi ng evaluati on, in the practice of teachi ng plays a positive role in promoti ng.1. in the teachi ng evaluati on class, the n ecessity of the sunsunshine evaluation class

9、 for primary school mathematics teachi ng and the teachi ng activity evaluati on provides a new trai n of thought, and realizes the mutual promoti on of teachi ng and evaluati on and in flue nee each other. the course mode, the embodime nt of the new curriculum reform advocates the pluralistic evalu

10、ati on review mode change unit attaches great imports nee to the student to the knowledge of the self construction, evaluation process, and students to solve problems in learning and the cultivation of creative ability. because the students affected by the selection of assessment method for a long t

11、ime, didn't get into the habit of evaluation and reflection, the evaluation of class in each link to arrange a student self-assessment and mutual assessment team members, encourage students to express, communicate with each other through group separate communication such as expression of the cha

12、pter their mathematical knowledge after studying all aspects of the feelings and to evaluate their own.less on 2. sunshine evaluatio n in the applicati on of the eleme ntary school mathematics2.1 provide examplesteachi ng mode is a teachi ng theory and teachi ng ideas to simplify the express! on of

13、form, build the evaluati on of teachi ng time give full consideratio n to the eleme ntary school mathematics classroom teaching in the teachi ng schedule, and the static and dyn amic as well as the relationship between teachers and students and the degree of difficulty of evaluation content, to con

14、struct a con versation to introduce mathematical journal to record and summarize evaluati on mathematics sun shine evaluati on class teachi ng mode first of all to give stude nts teachi ng examples, this paper studies using the elementary school mathematics grade three schools are part ii ,area'

15、1 less on evaluati on an alysis example, teachers n eed to show the projector, print cooperation research topic in the evaluation of paper, pen, paper; mathematical diary and self assessment specific operation steps are divided into the following several aspects: 1 imported. teacher title, class stu

16、dents to work in groups of 4 forming unit to this unit knowledge in key and difficult to review analysis, complete knowledge report by team leader. after finishing the design purpose is to prepare the link knowledge, improve students induction ability, master the kno wledge in the key and difficult

17、point in this chapter. 2. organize the in terview; presided over by a team leader within the group interview, members from the topic selected in the envelope to question answer, as soon as team members to mutual. if not timely questions can help other members in the group, the members of the accurat

18、e answer this question, in addition to her a star after request help classmates can get the stars the evaluation questions are students in the class according to the key and difficult problem for teachi ng conte nt, teacher and team leader selected students make up a good title from the question ban

19、k. if asked questions easy to answer, there are certain basic, must have the autonomy to team members, can not only evaluate others, also can accept others 3. orga nize written exami nation; deskmate in line with the requirement of the link exchange of evaluation and feedback report, team members in

20、dependent solutions training students1 application ability in learning and thinking flexibility and agility 4. we organized team cooperation; the link requirements within the group members work together to solve mathematical problems, successfully solved after team members every available per capita

21、 stars purpose is to cultivate students' consciousness of teamwork and cooperation with others 5. math diary guidanee; teacher after the show team works to summarize their evaluation, mathematics diary to write through what class activities have mastered this skill, where there are doubts or lea

22、rned how did you feel this chapter content, etc 6 summary assessment; including behavior evaluation, namely, speaking, listening, writing, answer, examination, teachers* self assessment in recycling after error subject to the student and to evaluate the solution and summary, help students understand

23、 what topic is easy to get wrong. teachers can play to postp one judgme nt function stratified coun seli ng stude nts after class, stude nts can make differ ent differences for developme nt.2.2 refining teaching focussunshine evaluation imposed a relatively new and unique way to test for students, a

24、fter unit to evaluate students' learning effect, manifests the attaches great importanee to the students' independent thinking and expression ability, can from different aspects to evaluate students' learning situation, pay attention to students1 cooperation consciousness, at the same ti

25、me, actively explore the students self assessment way and method, arouse students' self-consciousness, grope for the students' values, positive emotion and attitude evaluation method effectively.2.3 develop teaching contentthe basic model of sunshine evaluati on class can also be based on th

26、e actual dema nd cha nge, like a hlear n less on propositi on reflecti on 蔦"paper prese nted less on” and hwrong topic correct!on lesson11 and so on different class type students proposition is the main way, propositi on sessi ons after the propositi on that teachers can ask students to show their desig n topic, teachers and students