A Study On Classroom Evaluation Of Teachers In Primary School Chinese Reading Teaching

Chinese is a basic subject and language is the most important tool for communication. A new round of basic educational reform makes different requests on Chinese course’s resource structure, content and evaluation. New curriculum reform demands to overall improve existing evaluation mechanism, evaluate Chinese courses with educational value orientation and proposes a series of new goals and requirements.But according to the investigation and observation of teaching, the author found that most primary Chinese teachers are not good at evaluating with proper language. Based on the requirements of curriculum standards, teachers begin to pay attention to classroom evaluation and students’ feedback. They hope to arouse students’ learning interest and enthusiasm through active and efficient classroom evaluation. But there are still many problems in the current status of classroom evaluation in primary Chinese reading teaching: the evaluation language is monotonous and empty, exaggerated praise, ambiguous evaluation, unidirectional and stylized classroom evaluation etc. In view of this, it is imperative to make a deeper study on primary Chinese teachers’ evaluation language.This paper is divided into four parts:The first part is introduction. Based on the review of the previous relevant research results, it establishes the theoretical basis and feasible methods of this paper, which built a strong foundation for the investigation.The second part discusses the classification, features and function of evaluation language in primary Chinese reading teaching class.The third part based on the case study combining theory with practice analyzes the application status of evaluation language in primary Chinese reading teaching class from the perspectives of its types and positive-negative effects.In order to solve the problems of evaluation language occurred in primary Chinese reading teaching classroom, the fourth part advocates the efficient strategies.The purpose of this is to improve the efficient strategies of the evaluation language in primary Chinese reading teaching class and provide a reference to primary Chinese teachers when using evaluation language in reading teaching classroom, whereby to improve their classroom evaluation level, promote their professional development as well as teaching quality. Promoting students ’ all-round development in the end.