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As an important means to improve teaching quality and teaching level, mathematics teaching evaluation is an important part of mathematics education and teaching. How to use evaluation in the teaching process to effectively improve the quality of classroom teaching and promote the all-round development of students is a problem that all teachers need to think seriously. There have been many related studies on mathematics teaching evaluation, but the cognition situation of pre-service mathematics teachers of teaching evaluation has not been studied. To address this problem, this study investigates the cognition of 25 pre-service mathematics teachers on teaching evaluation through open-ended interviews, obtains the cognitive situation of pre-service mathematics teachers on mathematics teaching evaluation, and puts forward targeted suggestions for training pre-service mathematics teachers. After analyzing, it can be found that: (1) Pre-service teachers' cognition of the function, principle, and implementation strategy of teaching evaluation is not comprehensive enough, and there is a big gap with the previous research (2) Pre-service teachers' understanding of teaching evaluation is highly matched with the previous research, but there is still a certain one-sidedness, and the feasibility and effectiveness of some views need to be verified. Therefore, it is suggested that: (1) Teachers and experts responsible for training should provide more off-campus internship opportunities for pre-service teachers; (2) Pre-service teachers should take the initiative to study and research, learn the relevant evaluation methods and latest evaluation theories and try to combine the evaluation methods with the relevant contents of high school mathematics.
Jia et al. (Thu,) studied this question.