A Study On Teacher’s Feedback Of Chinese Classroom In The Lower Grades Of Elementary School

Feedback is an essential step in classroom instruction, an important factor to promote students’learning, a key basis for teachers’decision making, and a critical means to construct a good relationship between teachers and students as well. However, there are still several problems on feedback research, for example, feedback is lack of positive energy and the importance attached to feedback is insufficient. The issue of classroom feedback thus needs further investigation. Analyzing the current classroom feedback with the example of elementary Chinese classes (lower grades), this thesis aims to provide some suggestions for teaching practice.On the basis of literature analysis, the thesis constructs a classroom feedback analysis framework which is based on the nature of the feedback information and feedback orientation. Then it draws the following conclusions with classroom observation:The result shows that, on the whole, the distribution of the five types of feedback in the Chinese classroom is:propelling feedback> evaluative feedback instructional feedback> retelling feedbacks> no feedback, that is to say, propelling feedback is the most common one that teachers employ in the class, while few teachers do not give feedback to students. To be more specific, evaluative feedback is generally positive assessment, instructional feedback is mostly to prompt students’response, propelling feedback is usually probing questions and supplementary questions, and retelling feedback is largely verbal feedback.The result indicates teachers’classroom feedback structure in the whole teaching process is:"TI-SP-FP2-FP2...-FP3-FE1/FN". Generally, the trend of the distribution proportion of both output and input teaching events is consistent, that is, propelling feedback> evaluative feedback instructional feedback> retelling feedbacks> no feedback. But the distribution of the five types of classroom feedback demonstrates a little difference——output teaching events account for a larger proportion than input ones in terms of instructional feedback, while input teaching events account for a larger proportion than output ones in terms of retelling feedback.The result also suggests specific strategies for classroom feedback differ with respect to teachers’ teaching experience, which is reflected in the fact that teachers with 10 years’ teaching experience are more likely to use retelling feedback and propelling feedback than teachers with 1-5 and 6-10 years’ teaching experience. In addition, the thesis shows that teachers use different kinds of feedback in different periods, which is reflected in the fact that teachers are inclined to use more positive assessment and probing questions in the first period while tend to adopt more supplementary questions and oral repetition in the second period.In conclusion, the thesis reveals there are many differences on teachers’ feedback in the lower grades of Chinese Classroom, which implies classroom feedback has to employ various means in respect to different teaching events, teaching experience and periods.