A Probe Into The Behavior Of Teachers' Class In Primary School

With the rapid development of assessment reforms of basic education in many countries, the theories and practices of "assessment for learning" have caught worldwide attention. Research has shown that the "assessment for learning" is mainly through classroom assessments rather than standardized tests. This requires that we turn our attention to classrooms in order to seek for an assessment way that can overcome examinations’shortcomings. Under the situation, the teachers’ evaluating behavior, as the most direct way of evaluation in classroom teaching, has drawn much attention of researchers. What’s more, from the perspective of curriculum reform of Chinese basic education, evaluating behaviors, embodying teachers’ multiple roles of organizer, director and collaborator of students, show the essential features of combination of humanity and instrumentality of Chinese. Therefore, special attention to evaluating behaviors is also signs of digestion and absorption of New Curriculum Reform ideas. Based on reasons above, the thesis will focus on the study of evaluating behaviors of Chinese teachers in primary schools.Teachers’ evaluating behaviors can be defined as spontaneous lingual and non-lingual feedbacks to students’answers, which happen when teachers ask students; questions. Such behaviors can promote students’ learning, facilitate teachers’ professional development and generate classroom culture greatly. This thesis, focus on the study of evaluating behaviors of Chinese teachers in primary schools, will be argued from following six parts:By generalizing and analyzing the relevant researches at home and abroad in the part of introduction, the thesis finds the breakthrough points from learning stages, the differing disciplines, research contents and research methods.Chapter2abstracts multiple and concrete evaluating behaviors of teachers theoretically, defines some basic conceptions, interprets the theoretical principle based on the theory of teacher-student interaction, developmental assessment of students and the theory of analysis on classroom teaching behaviors, classifies the evaluating behaviors of teachers strictly.Chapter3studies4Chinese teachers and230students in the exemplary primary school of Qixian county of Shanxi province, with three investigation tools, which have been developed based on research results of predecessors and the classifications of evaluating behaviors.In order to comprehend the current situation of evaluating behaviors comprehensively from three perspectives of the researcher, teachers and students, chapter4analyzes the research results from general existing conditions of evaluating behaviors and specific existing conditions of different evaluating behavior two aspects by carrying out structured interviews, classroom observations and questionnaires among the chosen teachers and students.By analyzing the present situation of implementation of evaluating behaviors based on the research results of chapter4, chapter5makes conclusions that the bright sides of implementation of Chinese teachers’ evaluating behaviors indicate that the recognition of evaluating behaviors, the reflection on evaluating behaviors, the reduction of verbal hegemony and embodiment of pedagogical thoughtfulness. At the same time, the implementation of Chinese teachers’ evaluating behaviors exposes some problems as follows:Chinese teachers’ lack of perceptions about evaluating behaviors, the frequency of different evaluating behavior differs dramatically, the recurring formularization of language of evaluating behaviors highlights, Chinese teachers pursue the unexpected answers excessively, and non-lingual evaluating behaviors absent as a whole.Based on the above chapters’ results, the last chapter puts forward that Chinese teachers in primary schools should follow some principles of development, diversity, timing and emotion when they perform evaluating behaviors. Meanwhile, this chapter also gives the reasonable suggestions as follows:Chinese teachers in primary schools should make preparation for evaluating behaviors, enrich the language of evaluation, produce pedagogical thoughtfulness, carry out the practices of "meta-teaching" and make primary schools into full play. Only in this way can we apply effective evaluating behaviors to classroom teaching.