A Study On Teachers' Behavior In Primary School Chinese

Evaluation-language is an responding and processing behavior of teachers to the studentswho is after answering the question,and it is also an important part of classroom quiz. Thebehavior of evaluation-language is not only a kind of teaching behavior, but also a kind ofclassroom assessment. Evaluation-language is an essential part of primary school in Chineseclassroom, but there are still some problems in evaluation-language. Because of the insufficientresearch, the evaluation-language can’t satisfy the need of practice. Therefore, throughclassroom observation, interviews and other methods to research the current situation of theevaluation-language, we conclude the problems of evaluation-language that exist in Chineseclass of primary school, and try to make an attribution of existing problems, and finally putforward some corresponding improvement strategies.This paper is divided into four parts.The first part is the definition of evaluation language in Chinese class of primary school.The author comes up with a definition of this behavior and proposes five characterization ofeffective evaluation language behaviors,which are ensuring the effectiveness of classroomquestioning, accurating and enriching the evaluation language, properly using various types ofevaluation language,adheringto the principle of appreciation,promoting student’s ability of theChinese learning.The second part is about current situation of Chinese teaching in primary school. Accordingto the classroom observation and group interview, the author uses quantitative and qualitativeresearch to analyze the frequency of evaluation language of teachers’ classroom. The quantitativeresearch mainly aims at the population frequency of evaluation language in primary Chineseclassroom teaching and the frequency of use of four evaluation language types in class. Thequalitative research mainly aims at the content,language and attitude of evaluation language inprimary Chinese classroom teaching.The next part is the problems of evaluation language behavior and analysis of causes inChinese class. The author analyzes the current situation of this from four aspects, includingfeedback attitudes of teachers, pre-feedback, while-feedback, post-feedback. Then author findsthe problems in the following: teachers’ feedback consciousness is weak; feedbackpresupposition is inefficient; feedback skills use is short and feedback reflection is not enough. Based on the problems above, the author has carried on the attribution analysis in fouraspects that teachers are imprisoned by the conception of traditional class teaching and lackprofessional knowledge, and they are limited by class feedback experience and lack ofself-reflection atmosphere.The last part is the strategies of effective feedback behavior in Chinese teaching primaryschool. According to the existed problems, we can explore the strategies and means of effectiveevaluation language. Therefore, we provide reference material to other teachers. The last part isthe strategies of effective feedback behavior in Chinese teaching primary school. According tothe existed problems, we can explore the strategies and means of effective evaluation language.Therefore, we provide reference material to other teachers.Firstly, we need to strengthen Chineseteachers’ feedback consciousness in primary school, establish students-centered idea, andstrengthen the thinking of “teaching dialogue”.Secondly, Chinese teachers in primary schoolshould make preparations before feedback, grasp teaching goals exactly, take into account thefactor of preposition fully before class, and set classroom questioning carefully. Moreover,teachers should apply clever feedback skills in class, give full play to teaching wit, and usefeedback types properly. Finally, we should pay attention to the reflections in time after feedbackso as to promote the art style of reflection.