An Investigation Into The Current Situation And Strategies Of Classroom Evaluations Terms Used On Chinese Teaching Inprimary Schools

The effectiveness of classroom-based teaching methods has been the focus ofattention during the reformation and development process of primary education. Thepractical analysis of classroom evaluations terms is not only in accordance withstudent development and concept improvement, but also advantageous for deepeningclassroom effectiveness reformation. The judgment and improvement this researchsuggests towards the using of primary school Chinese classroom evaluations termsexerts significant theoretical and practical indications on promoting the level of theirusage.This research has structured the framework of analyzing the classroom evaluationsterms being used in the Chinese class of primary schools, through the combination oftheory and practice. By using this framework, the Individual Analysis has beenconducted upon School A based in Changchun, investigating into the ‘currentsituation of using classroom evaluations terms in primary school Chinese classes’. Anewly appointed third-grade Chinese teacher W, a highly-experienced fourth-gradeChinese teacher Z and a backbone fifth-grade Chinese teacher H, as well as143primary school students were chosen as research targets. Data collection methodsinvolved observing and recording classes, sending questionnaires to students, andstudent interview. Both quantitative and qualitative research methods were used tounderstand the status quo of this matter, such as observing charts and using SPSS,comparisons of cases, and discourse analysis.The result has indicated that in School A, positive effects have been exertedthrough using evaluations during Chinese teaching. However, potential problems stillarises when using them. In terms of teachers, problems are likely to be the over-use ofevaluations by teachers and under-use of them by students, lack of recognition andreflection on evaluations, the monotonous of these evaluations, over-use of negativeevaluations, the randomness, and not being genuine, course-related, and humorousenough. Primary school students were unable to view them correctly. When they usethem, they tend to be monotonous, and many of them would not accept others’evaluations willingly. Schools tend not to value evaluations enough, and there arecertain lack of management and training in this process.Based on the cause of problems when using classroom evaluations terms andfurther study of relevant theories and cases regarding out-standing examples of using these evaluations, some scientific, specific, workable strategies were brought up.Chinese teachers in primary school should change their concepts regarding classevaluations, improve their professional capabilities and skills of expression, and stressmore importance on reflections upon the use of evaluation, and mentoring andtraining regarding this area. As for schools, studying and training activities should belaunched; assessment of the teachers’ using of evaluation should be strengthened, andleading teachers to study the usage collaboratively.