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The Impact Of Teachers' Incentive Oral Evaluation On Students' Participation In The Classroom

Posted on:2011-10-31Degree:MasterType:Thesis
Country:ChinaCandidate:J JinFull Text:PDF
GTID:2167330338477297Subject:Curriculum and pedagogy
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Classroom is the main position in teaching. Classroom evaluation is the key to establish the system of evaluation which promotes students'whole development. Students'participation in study actively is advocated in the new curriculum, which is in favor of students'all around development. However, in the real teaching, the status of students'active participation in study and enthusiasm in teaching are far from the demands of the new curriculum. Motivation as an important method to mobilize students'initiative plays a key role in promoting pupils to study actively. Thus, in primary teaching, to exert the function of teachers'incentive oral evaluation fully is an effective way to culture students'interest in studying English, to accelerate students'active study, to improve the quality of classroom instruction and so on.In a primary school of Lanzhou city, 271 primary students and 12 primary school English teachers are surveyed by questionnaires, interview after classes and classroom observation, from which the statue quo of primary school English teachers'oral evaluation and students'participation in classroom are found. Then the main problems existing in primary school English teachers'classroom oral evaluation are analyzed. Based on these above, for the purpose of promoting students'class participation the countermeasures how to make the function of primary school English teachers'classroom oral evaluation bring into play further are put forward. The result of research shows that incentive oral evaluation doesn't play active function in classroom. Primary school English teachers'classroom oral evaluation to students is hidebound or feeble. Students'participation in classroom is much limited. Just for these problems an action research was put in practice by an English teacher in this school and the researcher. In order to improve teachers'classroom incentive oral evaluation, countermeasures are proposed. This paper is divided into six parts:The fist part is mainly the background of this research. The researcher analyzes the idiographic demands of the new curriculum about establishing the system of evaluation in accelerating students'whole development,the philosophy of the reform in the basic education curriculum and the basic situation of Chinese primary school English teachers'incentive oral evaluation and students'participation in classroom, based on which the aims and significance of this research are advanced.The second part is correlative summary of literature, which includes expound of correlative conception; characteristics of high–grade students'mentality in primary school; the correlative overseas researches in teachers'incentive oral evaluation, students'participation in classroom; the evaluation of primary English teaching, English teachers'incentive oral evaluation and students'class participation in China.The third part of this research introduces the main basis of theory and methodology. At first, the characteristics of primary English teaching, incentive education and the effect of Matthew are elaborated one by one. From these theories, the questionnaires and interview outlines in this study are developed. Then this paper shows the main basis of methodology including search, observation and Flanders interaction analysis system.The fourth part is the design of this research including ideas, objects, methods and processes. It presents the detailed researching ideas and describes the investigation objects before introducing the researching objects. The methods include search (questionnaire and interview) and observation. Besides, there are detailed tasks in each stage and arranged time in research processes.The fifth part is about the results and analysis. The result of research is analyzed separately by three lays. Firstly, the investigation of status is analyzed which mainly includes teachers'oral evaluation, students'participation in English classroom, the relationship between teachers and students, the detail impact of teachers'oral evaluation on students'participation in classroom. Secondly, to analyze teachers'and students'difficulties and help they want to get. At last, the effect of action research is analyzed by FIAS. The data used to be analyzed comparatively is got from three stages: before action research, early days and upper days during action.The sixth part is the conclusions and suggestions. Based on the existent problems and the results of action research, relative conclusions are educed from the following aspects: teachers'consciousness and students'desire, English teachers'oral evaluation, students'participation, the relationship between teachers and students and the detailed effects of teachers'incentive oral evaluation on students'participation in classroom. Besides, detailed suggestions how to improve primary English teachers'incentive oral evaluation are advanced from the following aspects: teachers'ideas, teaching modes in classroom, the relationship between teachers and students, the atmosphere of classroom, the time of evaluation, the transition between easy and difficulty, the diversification of evaluation, the artfulness and excitability of evaluative language and teachers' own passion. At the end of this paper, it puts forward deficiencies of this paper, which are awaited to be researched and explored deeply.
Keywords/Search Tags:primary English, classroom teaching, incentive evaluation, participation in classroom
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