Abstract: New requirements of the New Curriculum Standards for junior middle school mathematics classroom teaching have created an urgent demand for supporting evaluation tools. Adopting the AHP-TOPSIS method, this study constructs an evaluation index system for junior middle school mathematics classroom teaching consisting of 4 primary indicators and 15 secondary indicators. The research findings indicate that 1） teaching process and teaching content constitute the core dimensions of evaluation; 2） clear lecturing, in-depth student participation, knowledge structurization and gradient expansion serve as the key observational indicators; and 3） the teaching philosophy of the New Curriculum Standards has been effectively integrated into the index system. On this basis, it is suggested that 1） the teachers strengthen the students’ self-driven learning ability; 2） school teaching and research authorities transform the index system into classroom observation tools; and 3） researchers expand research samples to conduct further empirical tests and validity verification.

Key words: AHP-TOPSIS model, context of the New Curriculum Standards, classroom teaching evaluation