Research On Positive Feedback Of Teachers’ Positive Feeds In Out Of Foreign Chinese Speaking Classroom

Classroom feedback refers to the teacher’s evaluation and response to students’ language use in the classroom.There are two main classification methods for feedback types in domestic and foreign research.One is to categorize feedback into positive and negative categories from an emotional perspective,while the other is to categorize feedback into evaluative feedback and discourse feedback from a formal and content perspective.The author believes that emotional factors are an important factor that cannot be ignored in teaching activities and have a significant impact on the smooth progress of classroom activities.Therefore,this article discusses based on the first classification method.The author found through literature review and observation of actual classrooms that the frequency of positive feedback is higher than negative feedback in Chinese as a foreign language classroom,and positive feedback also has an important impact on learners’ Chinese language learning.Therefore,this article will use this as the content for research.Introduction and Chapter 1,based on previous research experience,the author organized research on teacher feedback and positive feedback,and based on this,defined the definition and types of positive feedback,laying a theoretical foundation for future research.In Chapter 2,the author observed and studied the overall use of teacher feedback in the classroom through six teachers engaged in Chinese language teaching.Then,a detailed analysis was conducted from four perspectives: six forms of positive feedback,negative feedback,mixed feedback,and positive feedback vocabulary.The results showed that:(1)the frequency of positive feedback use in the classroom is high,but the number of positive feedback words is relatively small and relatively single.(2)Moreover,in addition to using a single type of feedback language,there are also situations where multiple types are mixed together,which is an important way to enrich feedback forms.In Chapter 3,the author conducted an in-depth analysis of the factors that affect teachers’ positive feedback,mainly from the perspectives of teachers,questioning methods,and students.The perspective of teachers can be divided into two aspects: teachers’ feedback awareness and relevant knowledge reserves,as well as novice and proficient teachers.The perspective of students mainly includes their Chinese proficiency and attitude.These three aspects are the main factors that affect the use of positive feedback language by teachers,which have important impacts on the frequency of use,feedback form,and language.In Chapter 4,the author intends to delve deeper into the problems of positive feedback from teachers in teaching.Starting from three aspects: feedback language,feedback timing,and feedback methods,it is found that there are problems such as inappropriate feedback language,inaccurate feedback timing,unreasonable feedback methods,and lack of interactivity in the feedback process.In response to these issues,the author proposes reasonable suggestions from four aspects in Chapter 5:(1)From the perspective of feedback awareness,it is hoped that teachers of Chinese as a foreign language can establish a positive feedback awareness,starting from thinking,but also falling into practice.(2)I hope that teachers should choose the appropriate timing for feedback and not be ahead or behind.(3)From the perspective of feedback forms,it is hoped that teachers will adopt more effective and diverse forms of feedback,such as being adept at using feedback methods such as "questioning" and "supplementary expansion" that facilitate teacher-student interaction,emphasizing the use of mixed type feedback methods,and adopting more specific and targeted feedback.(4)From the perspective of feedback language,attention should be paid to the comprehensibility,standardization,and clarity of language.Only in this way can we truly leverage the role of positive feedback from teachers in the classroom and provide effective assistance for achieving good teaching outcomes.