The Study Of Primary School Chinese Classroom Teaching Evaluation Language Based On The Speech Act Theory

Following the guiding philosophy that Chinese curriculum committed to develop students’ languageproficiency, Chinese teaching should aim to develop students’ pragmatic competence in language practiceactivities, teachers’ classroom teaching evaluation language should be to point to students’ expression ofspeech acts.The speech act theory deems to speak to do things, and a complete speech act containslocutionary act,lllocutionary act and perlocutionary act.The primary school Chinese classroom teachingevaluation language not only has the locutionary act of judge students’ answers,but also has lllocutionary actand perlocutionary act for students’ Chinese language learning behaviors, students’ Chinese learning interestsand students’ Chinese learning habits. However, affected by the traditional concept of Chinese education andthe pressure of examination-oriented education, and coupled with the dislocation of primary school Chineseteachers’ education concept and the deficiency of their accomplishment, Chinese classroom teachingevaluation language lacking of value orientation of the speech act,becomes the language of judging right andwrong,and the language of admonishing ethics. Primary school Chinese lanuage teachers present formulaic,disenchantment phenomenon in the use of classroom teaching evaluation language.Based on classroom observation and case analysis,this research discovers primary school Chineseclassroom teaching evaluation language pointed to speech act, have positive effect on diagnosing students’Chinese learning behaviors, guiding students’ Chinese learning habits,and reflecting teachers’ Chineseteaching expectance.Guided by the speech act theory, on the premise of following principles of teachers love,respect, guidance and pragmatics, in order to make primary school Chinese classroom teaching evaluationlanguage to point to speech act, may be have these measures: teaching returns to the origin of languageexpression,teachers cultivate mutual promotion feelings, classroom creates poetic symbiosis atmosphere.Thisresearch includes the following five parts:The first part is introduction. Introduce the purpose and significance of this research simply, andcomment the present situation of this research on the speech act theory and classroom teaching evaluationlanguage.The second part is theory summary and research enlightenment. Include a summmary of the speech acttheory and the speech act, and the enlightenment of classroom teaching evaluation language study from the speech act theory.The third part is to discuss the current situation. Present formulaic, disenchantment phenomenon ofprimary school Chinese classroom teaching evaluation language, then attribution of the phenomenon fromtwo aspects of teachers’ education concept and teachers’ accomplishment.The fourth part is case analysis. Firstly analyse typical case of primary school Chinese classroomteaching evaluation language pointed to speech act. And then explore its function and effect from threeangles:diagnose students’ Chinese learning behaviors deviation, guide students’ Chinese learning habits, andreflect teachers’Chinese teaching expectance.The fifth part is practical ways.Firstly put forward the guiding principles to the primary school Chineseclassroom teaching evaluation language pointed to the speech act include: love, respect, guidance andpragmatic principles.After explore its practical ways may be teaching returns to the origin of languageexpression,teachers cultivate mutual promotion feelings,classroom creates poetic symbiosis atmosphere.