Reform of Classroom Teaching Model and Academic Evaluation for PrimarySchool Mathematics in the Context of the "Double New" Policy
ZHANG Fenfen
(1. Hengqin Macao Deep Cooperation Primary School, Zhuhai 51900, China)
[Abstract]: The introduction of the new curriculum standards and the implementation of the "doublenew" policies have placed new demands on primary school mathematics education, emphasizing thecultivation of students' core competencies. This article analyzes the content of the reform of primaryschool mathematics classroom models and academic assessment in the context of the "double new"policies. It introduces the innovative models of primary school mathematics classrooms and thetransformation approaches of academic assessment, and points out the challenges faced by the reform,such as the difficulty in changing teachers' teaching concepts, insufficient adaptability of teachingresources, and the lack of support from parents. At the same time, it proposes improvement strategiessuch as promoting teachers' ability enhancement, optimizing resource allocation, and deepeninghome-school collaboration. The aim is to provide practical references for the reform of primary schoolmathematics education in the context of the "double new" policies, and to improve teaching qualityand students' mathematical literacy.
[Key Words]: primary school mathematics; "Double New"; classroom teaching model; academicevaluation.
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